fagell, kiang-spray, and taylor (2006) adhd workshop for teachers phyllis l. fagell wendy...

Fagell, Kiang-Spray, and Taylor (2006)

ADHD Workshop for Teachers

Phyllis L. FagellWendy Kiang-Spray

Katie TaylorJohns Hopkins University


ADHD “Word splash”

reinforcement views of park Self-esteem seating Self-talk Embarrassment discipline

meltdowns Organized computer auditory Earning points recommend medications myth diagnosis feelings

Stop-Think


ADHD “Word splash” Activity

Please use one or more words found on the Word splash to form a few sentences about what you know (or think you may know) about ADHD or working with kids with ADHD.

Please write your sentence or sentences on a piece of paper.


Workshop Objectives:

To define ADHD To discuss what does and does not cause ADHD – debunk

myths To provide info about the signs of - and diagnosing criteria

for - ADHD To provide an overview of treatment options To provide specific, practical, research-based strategies

for teachers to use in the classroom with students with ADHD.

To help maximize success for students in all aspects of school life, including social interaction AND academic functioning.


What is ADHD?

The persistent pattern of inattention and hyperactivity/impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development

(American Psychiatric Association, 2000)


ADHD: The biological disorder

What causes ADHD?


Debunking the myth:

What does NOT cause ADHD?


Typical signs of ADHD:

Inattention

Hyperactivity

Impulsivity


Diagnosing Criteria

How long signs must be present Age requirements Social impairments

Who can diagnose?


After the diagnosis: helping the child with ADHD

A – Adaptations B – Behavior management strategies C – Cognitive-behavioral training D- Drug Therapy Modifications E – Esteem F – Feelings


Treatment options: Behavior modification

What is it?

How is it used?


Treatment options:Cognitive-behavioral training

Conditions for effective cognitive-behavioral training

Stop-Think Academic Organization Relaxation and Calming Strategies Social Skills Training


Treatment options: Medical treatment

When to use it What medications are available Managing medications

Is medication the only option?


Goals Teachers Should Keep in Mind

Help children bolster their social confidence

Increase their status Improve their skills Teacher should guard children’s self-

esteem (partly through humane, preventive discipline), and

Learn to know children as individuals


Specific Tips for Social Interaction

Brainstorm behavior therapy techniques that reinforce social skills, for instance:

Role-play friendship skills Teach the cognitive behavioral therapy technique

of “self-talk” Pair with another student with similar interests for

projects Encourage group participation Use peer mentoring, peer tutoring, and model

acceptance and appreciation


Specific Tips of Academic Functioning

Recommend a visit to doctor (he or she may prescribe stimulant medication to help with fine motor and pencil skills and other needs, but teachers NEVER recommend drugs or make a diagnosis)

Understand the child’s preferred way to learn (auditory, visual, etc.)

Start instruction in word processing by third grade and permit students to complete assignments by computer.


Academic Functioning (cont’d)

Repeat instructions Novelty and unfamiliar surroundings help

(teacher complaints increase as year goes on) Timing – do complicated problem solving in the

morning Use a high rate of immediate reinforcement It sometimes helps to use special bouncy

cushions to help children focus



Share the load with parents, school nurse/other educators, and outside professionals

Help students with other difficulties (I.e. memory or regulating mood)

Use a cognitive behavioral approach to teach organization (can be taught and graded)

Restructure the classroom to limit distractions (background fans, views of park)

Keep no more at the desk than can be kept organized



Use predictable schedules Use class rewards (i.e. a visit to a museum, park,

or play for earning “points” for class conduct) Use very specific written and verbal instructions If a child is unfocused, rest a hand on his desk,

call his name, ask a question he can answer. Don’t use embarrassment as a tool

Keep everyone involved all the time Use a variety of teaching techniques



Provide students with handouts of class lessons

Let students listen to lessons and later borrow a classmate’s notes or worksheets

Audiotape lessons Use computer software for memorizing

material like math facts



Be sure that assignments/expectations are consistent with attention difficulties/any co-existing learning disabilities

Seat students with ADHD next to a positive peer model

Provide in-school solutions for incomplete classroom work

Use step-by-step tutoring



Provide an extra set of books for home Set homework limits and modify

assignments Provide brief exercise breaks Make test accommodations Discuss reading material before, during

and after the material is read Provide extra time if necessary



Taking points off for poor handwriting or grammar may backfire (too much time spent on task)

Make sure student writes down assignments and uses a homework folder

Post rules in the classroom (e.g. raise hand before speaking)

Provide five and two-minute warnings to prevent transition meltdowns

Develop a secret agreement that the teacher will never “pop” a question that needs a speedy answer


Tips teachers can give to parents: Establish a routine and schedule for homework Limit distractions in the home Help their child divide homework in segments and

get started on assignments Praise them for work well done Help them learn to work independently Discuss diet/exercise with their child’s physician Communicate well with school about problems,

medication issues Remind school staff to be sensitive


Cultural Differences

In a research study, mothers from Cuba, Puerto Rico, and the Dominican Republic who have children with ADHD reported that they do not regard medication as a positive treatment for their children’s behavior

Therefore, educators must speak in a language the parent speaks fluently, connect them with individuals in their culture who both take and benefit form medication, and offer education and support in a nonjudgmental fashion.


Word splash Summarizer

Read what you wrote about ADHD at the beginning of this workshop.

Compare what you know now to what you knew at the beginning of the workshop.

What are your reflections? If time allows, what are your continued

concerns or questions?


References

ADHD Family Support Center. Retrieved October 4, 2006 from http://www.adhd.com. American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition.

Arlington, Virginia: American Psychiatric Association.Barlas, S. (2006). FDA makes decision on one Shire ADHD drug, delays another. Psychiatric Times, June 1, 87.Bauer, A., Ingersoll, E., & Burns, L. School counselors and psychotropic medication: assessing training, experience

and school policy issues. ASCA Professional School Counseling, 7:3, 202-211.Editor. (2002). Immune gene may be involved in ADHD susceptibility. Genomics & Genetics Weekly, Feb. 1, 3. Fay, C., and Fay, J. (Speakers). (1998). Calming the chaos: Behavior improvement strategies for the child with

ADHD. Golden, Colorado: www.loveandlogic.comGoldstein, S., Goldstein, M. (1992). Hyperactivity, Why Won’t My Child Pay Attention. New York: John Wiley &

Sons, Inc.Johnson, D. (1992). I Can’t Sit Still: Education and Affirming Inattentive and Hyperactive Children. Santa Cruz: ETR

Associates.Kennedy, P., Terdal, L., & Fusetti, L. (1993). The Hyperactive Child Book. New York, New York: St. Martin’s Press.Meschan Foy, O., Earls, M. (2005). A process for developing community consensus regarding the diagnosis and

management of attention-deficit/hyperactivity disorder. Pediatrics, 115:1, e97-e104.Morrison, J. (1996). Coping with ADD/ADHD. New York: The Rosen Publishing Group. Quinn, P., Stern, J. (1991). Putting on the Brakes. New York: A Magination Press Book. Reiff, M., Tippins, S. ADHD: A Complete and Authoritative Guide. American Academy of Pediatrics.Schmitt. B.D. (2005). Dealing with attention-deficit/hyperactivity disorder. Behavioral Health Advisor, v2006, reprinted

by McKesson Health Solutions LLC in 2006.Sears. W., Thompson, L. (1998). The A.D.D. Book. Boston: Little Brown and Company.

http://www.adhd.com/

http://www.loveandlogic.com/


References (cont’d)

Seligman, L. (1998). Selecting Effective Treatments. San Francisco, California: Jossey-Bass.

Sherman, J., Rasmussen, C., & Baydala, L. Thinking positively: how some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82:4, 196-201.

Smith, S. ADHD Lecture released by National Institutes of Mental Health, obtained from Gloria Silverberg, counselor at Luxmanor Elementary School on September 8, 2006.

Taylor, J.F. (2001). Helping your ADD Child. Roseville, California: Prima Publishing.

The Attention Deficit Disorder Association. Guiding principles for the diagnosis and treatment of attention deficit/hyperactivity disorder. Retrieved on October 6, 2006 from www.add.org.

Turnbull, A., Turnbull, R., & Wehmeyer, M. (2007). Exceptional Lives, Special Education in Today’s Schools. Columbus, Ohio: Pearson-Merrill Prentice Hall.

http://www.add.org/

fagell, kiang-spray, and taylor (2006) adhd workshop for teachers phyllis l. fagell wendy...

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typical signs of adhd

social confidenceincrease

behavior modificationwhat

peer tutoring

itwhat medications

specific tips

preventive discipline